WESTMINSTER ABBEY

Entre na Sonia i jo hem creat un glogster sobre Westminster Abbey on hem penjat vídeos, movie makers, informació sobre l'esglèsia...

L'adreça és la següent:

EMAIL

Maria,

I’m writing this email to tell you about my next trip to London.

Weeks ago, I phoned to my friend Ana, who is living in London, and I asked her about a job and flat in the city.

I want to go to London to work and to learn English.

Ana told me that I could live in a flat with her, and I wouldn’t have to pay the bills.

This is a very special opportunity for me. In London I’m going to earn money and I will learn English.

I would like you to visit me this summer with your boyfriend. I’m sure that you would like the city, and you will have fun.

Well, write back soon.

Best wishes.

Discuss

TRADITIONAL METHODOLOGIES ARE STILL BETTER THAN MODERN METHODOLOGIES.

Nowadays modern methodologies are present in all aspects of Education.

Like most teachers in Spain, I think that modern methodologies are better than traditional methodologies. After studying Infant Education at University, I learned and changed my mind. In the future, I want to teach children with modern methodologies.

When I work in a school I will teach children using the technologies I’m learning at University. I will do activities and projects based on innovative and modern methodologies. With these methodologies children can learn and develop all their capacities better. There are better for their education.

In conclusion,, most schools in Spain are changing their traditional methodologies to modern methodologies. But it is a slow process. Future teachers must make the change.

FESTIVAL

BONFIRE NIGHT

The origins of the festival:


The history of Guy Fawkes goes back to when there were religious problems between Protestants and Catholics, in 1600.

King James I was a Protestant who passed laws against catholics, not permiting them to have religious services.

For this reason, the 5th of november, a group of twelve Catholics decided to destroy Parliament and to kill the king. It's known as the Gunpowder Plot.

Guy Fawkes was an expert in explosives and with the help of the plotters put 30 barrels of explosives in Parliament.

Guy Fawkes was arrested and tortured, and three days later, he was and the plotters were found burned.

"Remember, remember,

the fifth of November,

Gunpowder, treason and plot.

We see no reason why

Gunpowder treason

Should ever be forgot!"

Traditions that are still observed:



In the UK, since 1859 it was obligatory to celebrate the salvation of the king.

The celebration included shows of firework displays and the building of bonfire where guys, straw figures representing Guy Fawkes (the most famous of conspirators of 1605), were burned.

The day before 5th November the children used the Guys to ask for money calling out of “Penny for the guy”. With “the penny” they used to buy fireworks.



This festival is still celebrated in town and cities in the UK, and in Canada, New Zeland, Australia, South Africa, but in these places the content and the significance of this festival has disappeared.

It is celebrated with some different dishes like toffee apples, jacket potatoes, bonfire toffee, and black peas with vinegar.

People make guys and celebrate the festival with fireworks:

The guy (effigy) is made out of old clothes stuffed with paper or straw. The guy is a reminder of Guy Fawkes.

The fireworks are a reminder of the gunpowder Guy Fawkes hid in the cellar of Parliament.


Plann of a lesson: Bonfire Night



Aims:

-Knowing why is this festival celebrated.

-Knowing the tipical dishes of this festival

-Learning to prepare a typical dish of the festival: toffee apples.



Methodology:

The teacher starts the class explaining why Bonfire Night is celebrated on 5the November.

Then the teacher explains the customs that make this day (the fireworks, the Guys ...).

The first activity is that each student makes her Guy. The teacher will explain and help each student to make their puppet.

The second activity is to prepare a typical dish of Bonfire Night.

Each student will bring from home an apple. In class the teacher will explain how to prepare toffee apples.

She will bring toffee and help each student make their apple.



Materials:

-One apple for each student.

- A wooden stick to stick through the apple.

- Old clothes.



Time and place:

The lesson will take place in the children’s classroom, and it will last 45 minutes.

DIDACTIC UNIT

THE FARM

OBJECTIVES

- Learning the names of the animals that live on a farm.
- Learning the sounds of animals living on the farm.

CONTENTS

- Animals that live on a farm.
- Sounds produced by different farm animals.

METHODOLOGY

In class, the teacher gives the children pictures of the animals living on a farm and makes the different sounds made by each one.
Then the teacher puts on a video with a song and invites the children to make the animal sounds when the song does.
Once known, children have to make animals with plasticine.

ACTIVITIES

Teaching this Unit will start in the classroom, where children will be taught through drawings the animals living on a farm (cow, chicken, pork, lamb, duck). Then you will see a video with a song where they can recognize different animals and the sounds they make. Children repeat sounds made by each animal in the song.

After seeing the animals, children make different animals with plasticine. They would have to make and shape them to look like the animals they have seen on the farm.

EVALUATION

Children must recognize and make the sounds of animals.

MATERIAL

Images with farm animals.
Plasticine.

AREAS AND RESOURCES

Classroom.


ICT

The teacher shows the children a video of some animals may recognize different animals on the farm.




PICTURES:

http://web.educastur.princast.es/cursos/cursowqp/aplic/09007/granja.jpg

http://cms7.blogia.com/blogs/d/de/des/desorden/upload/20061228120355-vaca.gif


http://www.webdesign.org/img_articles/9571/duck_29.jpg

https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjWMV9Pv_sCWs64RjIPvD7O_85PqIQV46ROEnHnc7aOj9t1W4Ck8mHnx90p_c61WjBOKetlx5NnYmxQ6CGDR4LLKCCWPUCUSj_a8AShEb1xCD0JB2f_IyA6b_xrw1aARMDrjZGtUE916gQ/s320/ima_cerdo.gif

http://endrino.pntic.mec.es/~hotp0056/mercedes_villena/gallina.JPG

http://www.waece.org/sabemos/imagenesanimales/ima_oveja.gif

A TRICK OF TWITS

Foreign language learning for young and very young children (ELP, CLIL, ICT…)

Being able to speak, understand or write several languages is an important thing everyone should know.
Speaking several languages open many doors and helps with our work and social life. Finding work or communicating with people in another country, speaking languages will be of great help. Speaking different languages makes you a more cultured person.

I think young children should learn to write and speak different languages and not only in the school, but also at home.

Schools have already introduced English at the age of three. Children learn Castilian, Catalan and Englisk. I think multilingualism is good for children. Although it is more complicated for them, in the future they could speak and write different languages.

But, can children really learn different languages at this age?

Many people think they are too young to learn different languages. But this age is when they learn most and if from the outset they hear different languages at the schools, in the future they will learn to speak them well.

When I am be a teacher, I will speak in different languages to my students according to the subject.

In conclusion, I believe that is positive for children to learn several languages for very young children.